Name one major theory of second language acquisition.

The Interaction Hypothesis is a significant theory in the field of second language acquisition. This theory posits that language learning is facilitated through interaction and communication with others. It emphasizes the importance of social context and exchanges in the process of acquiring a second language. According to this hypothesis, when learners engage in conversations, they are able to negotiate meaning, receive feedback, and adjust their language use, all of which promote language development. The interactions can occur in various settings, such as in the classroom with peers, with teachers, or in real-world situations, highlighting the dynamic and social nature of language learning.

In contrast, the other options refer to different theories or concepts that, while related to learning and cognition, do not specifically address the process of acquiring a second language through interaction. The Cognitive Load Theory focuses on the amount of information that working memory can handle during learning. The Social Learning Theory emphasizes learning through observation and imitation rather than direct language usage. The Constructivist Theory involves learning as an active, constructive process but does not specifically address the interactional aspect of language acquisition as the Interaction Hypothesis does.